Over 1.3 billion people in the world are challenged to access good and cheap healthcare when become ill. Health insurance policies are a fantastic strategy to assist people who can't afford medical care. For middle- and low-income nations, there hasn't been much research on the ability to pay for health insurance for public employees like school teachers. Therefore, this cross-sectional questionnaire based research has been undertaken to explore the reflection of health insurance among 383 Bangladeshi (...) school teachers of 5 divisional city center primary school and were being surveyed online between 1st August to 30th August 2022. According to survey, monthly average (mean) health expenditure of respondents were 7668.93 BDT (Bangladeshi Taka equivalent to $80.72) with 95% confidence interval. Of 35% responders suffered from high blood pressure, approximately 8% people were suffering from arthritis and asthma, 7.8% people have heart disease and 8.1 % people suffer from cholesterol problem. Maximum respondents (80%) agreed that health insurance is burden for them. About 51% teachers had no idea about health insurance. However, there was no significant relation in between educational status and health insurance perception for male and female teacher respondents. Moreover, the comparative data highlighted that more awareness and more exploration might be needed in health insurance perception for primary school teachers. This result can contribute to form people’s choice-oriented health insurance policy. (shrink)

Emergency online education has been adopted worldwide due to coronavirus disease 2019 pandemic. Prior research regarding online learning predominantly focused on the perception of parents, teachers, and students in tertiary education, while younger children’s perspectives have rarely been examined. This study investigated how family, school, and individual factors would be associated with primary school students’ satisfaction, perceived effectiveness, and preference in online learning during COVID-19. A convenient sample of 781 Hong Kong students completed an anonymous online (...) survey from June to October 2020. Logistic regression was conducted for 13 potential factors. Results indicated that only 57% of students were satisfied with their schools’ online learning arrangement and 49.6% regarded the online learning as an effective learning mode. Only 12.8% of students preferred online learning, while 67.2% of students preferred in-person schooling. Multiple analyses suggested that teacher–student interaction during online classes was positively associated with students’ satisfaction, perceived effectiveness, and preferences in online learning. Compared to grades 1–2 students, grades 3–6 students perceived more effectiveness and would prefer online learning. Happier schools were more likely to deliver satisfying and effective online education. Students who reported less happiness at school would prefer online learning, and students who reported less happiness at home would be less satisfied with online learning and reflected lower effectiveness. Teachers are encouraged to deliver more meaningful interactions to students and offer extra support to younger children during online classes. Primary schools and parents are encouraged to create a healthy and pleasant learning environment for children. The government may consider building up happy schools in the long run. The study findings are instrumental for policymakers, institutions, educators, and researchers in designing online education mechanisms. (shrink)

BackgroundThe diagnosis of Attention deficit hyperactivity disorder is primarily dependent on parents’ and teachers’ reports, while children’s own perspectives on their difficulties and strengths are often overlooked.GoalTo further increase our insight into children’s ability to reliably report about their ADHD-related symptoms, the current study examined the associations between children’s self-reports, parents’ and teachers’ reports, and standardized continuous performance test data. We also examined whether the addition of children’s perceptions of ADHD-symptoms to parents’ and teachers’ reports would be (...) reflected by objective and standardized data.MethodsThe study included 190 children with ADHD, aged 7–10 years, who were referred to a pediatric neurologic clinic. A retrospective analysis was conducted using records of a clinical database. Obtained data included children’s self-reports of their attention level and ADHD-related symptoms, parent, and teacher forms of the Conners ADHD rating scales, Child Behavior Checklist, Teacher’s Report Form, and CPT scores.ResultsChildren’s self-evaluations of their functioning were globally associated with their teachers’ and parents’ evaluations, but not uniquely. Children’s self-reports of ADHD symptoms were not uniquely linked to a specific CPT impairment index, but to a general likelihood of having an impaired CPT. The CPT performance successfully distinguished between the group of children who defined themselves as inattentive and those who did not.ConclusionPrimary school children with ADHD are able to identify their limitations and needs difficulties and that their perspectives should inform clinical practice and research. The clinical and ethical imperative of taking children’s perspectives into account during ADHD diagnosis and treatment is highlighted. (shrink)

The paper explores the current rationale for primary science in England with a focus on how competing perspectives arising from perceptions of educational ideology and policy discourse have helped to shape current practice. The aim will be to provide a conceptual understanding of this by focusing specifically on how policy has influenced practice. In particular it will consider the way in which discourse and policy text have contributed to the emergent rationale for primary science which in many ways (...) reflects conflicting influences, views and policies. Data were collected over a year from a regional survey and from four case-study primary schools. The findings suggest that teachers in primary schools face tensions between promoting both an educational and a political rationale for learning primary science. The paper will conclude by suggesting that the justification for primary science should be based on what we already know about how children learn science as well as helping them to develop an understanding of science and how it influences and is intrinsically linked to the needs of society. (shrink)

This study examined three main issues among 364 primary school children: (1) self?reported levels of perceived safety in classroom and playground, and relationship with teacher, (2) associations between perceived safety in the two contexts and peer reported levels of being bullied, and (3) if relationship with teacher moderated the associations between peer reported levels of being bullied and perceived safety in classroom and playground. Data were collected in individual and small group interviews. Overall, while most participants reported positive (...) relationships with their class teacher, and felt safe in their classroom and in the playground, a substantial minority did not. The correlations between level of being bullied and perceived safety in classroom and playground were significant but of modest size. Relationship with teacher did moderate the correlation for perceived safety in the classroom, but did not do so for perceived safety in the playground. No significant age or sex differences were obtained. The theoretical and practical implications of these findings were discussed. (shrink)

ABSTRACT The article reports on a survey of English primary school head teachers? opinions on disruptive behaviour, coupled with a one?day exercise in the monitoring of disruptive incidents in the same schools. Eighty?five highly experienced head teachers from 38 local education authorities responded to an extensive questionnaire and 77 schools monitored incidents. Schools were categorised by the LEAs as potentially ?difficult?, ?of average difficulty? and ?easy? in respect of intake. Thirty?six Principal Educational Psychologists contributed briefly on (...) a question on age of onset. Findings relate to (a) an examination of the question whether the age of onset of disruptive behaviour is getting earlier, (b) the differing perceptions of questions concerning disruptive behaviour of head teachers, in schools of varying potential difficulty of intake, and (c) the coping strategies used and favoured by head teachers in their work with disruptive behaviour. (shrink)

U radu se prikazuju rezultati istraživanja o korištenju pametne ploče u nastavi Prirode i društva te stavova učitelja o uporabi informacijske i komunikacijske tehnologije u podučavanju tih nastavnih sadržaja. Istraživanje je provedeno putem online upitnika koji je bio poslan u škole u Hrvatskoj tijekom školske godine 2015/2016. Ukupno 104 učitelja iskazalo je svoje stavove: 65 učitelja iz škola bez pametne ploče, a 39 iz škola u kojima koriste pametnu ploču. Rezultati ukazuju na češću uporabu IKT u školama s pametnom pločom (...) u usporedbi sa školama bez nje. Učitelji pametnu ploču i računala najčešće koriste jednom do dva puta tjedno, a DVD jednom tjedno. Rezultati također pokazuju pozitivne stavove učitelja o uporabi tehnologije za povećanje motivacije učenika i njihovih postignuća. Nalazi istraživanja ukazuju na kontinuiranu edukaciju usmjerenu na rad s pametnom pločom te tehničku podršku kao ključne za inovativnu nastavu. Buduća istraživanja trebala bi analizirati korištenje tehnologije u svim školama u Republici Hrvatskoj. (shrink)

This qualitative study presents an analysis of the experiences of a teacher who had recently left working in an England state funded primary school. Using reflective lifeworld methodology, this study explored the teacher’s struggle to be authentic in the context of state funded education. Three prominent themes were identified as: 1) enhancement of every learner; 2) systemic oppression; and 3) tensions in being a teacher. The study concludes that being authentic as a teacher was experienced as being incompatible (...) with the current educational system. (shrink)

The experience of peer rejection in the classroom, an environment in which students spend a large part of their time, is accompanied by a sense of social pain which can have a profound effect on self-perception and attitude toward the overall school environment. These attitudes can be subsequently reflected in the student’s behavior at school and in his/her school success. The research aims to identify differences in the perception of school life among rejected and popular upper- (...) class='Hi'>primary school students. For this purpose, the sociometric nomination method and a questionnaire measuring the student’s perception of the school environment were used. From a total of 1,625 students from 20 schools, 312 students with the status of popular and rejected were included in the research. The multivariate analysis of covariance results revealed no significant differences between the two contrasting groups in terms of the perception of school life. The results of the research indicated a different perception of the school environment within the groups of rejected and popular students rather than differences between the groups. Both the rejected and popular students report contradictory attitudes toward school life. Half of the students indicated that they feel lonely at school and have no confidence in teachers, considering the school a place where they do not like to learn, where they are troubled and where they do not like to talk to their classmates. Perhaps counterintuitively, a larger number of popular students stated that they feel lonely than did the rejected students from the class. Although the results do not paint a very positive picture of perceptions of the school environment, this should be seen as an opportunity to develop active class work with a greater emphasis on strengthening collective trust in the school. (shrink)

The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority officers in South Wales, UK, to the initial training programme in Philosophy for Children carried out by the University School of Education. Achieving change in schools through the embedding of new practices is an important challenge for head teachers. Interviews (...) and qualitative questionnaires were used to explore perceptions of and attitudes towards the dialogic practice of P4C and the related challenges for school leaders. The results provide an insight into how head teachers planned to embed the new practice of P4C in their schools. Results from the interviews and questionnaires have been subject to iterative analysis and categories derived under which to discuss the findings. There are many similarities in the ways in which different head teachers go about planning change n their schools as well as differences. The results provide insight into the role of initial continuing professional development in school development and the processes by which individual heads plan to embed change in practice across the whole school. (shrink)

Digital technology in its various forms is a significant component of our working environment and lifestyles. However, there is a broad difference between using digital technologies in everyday life and employing them in formal education. Digital technologies have largely untapped potential for improving education and fostering students’ well-being and inclusion at school. To bring this to fruition, systemic and coordinated actions involving the whole school community are called for. To help schools exploit the full range of opportunities digital (...) technologies offer for learning, the European Commission has designed and implemented a self-reflection tool called SELFIE (Self-reflection on Effective Learning by Fostering Innovation through Educational Technology). Based on the DigCompOrg conceptual framework, SELFIE encompasses key aspects for effectively integrating digital technologies in school policies and practices. The present study investigates how SELFIE can also support the school community to self-reflect about students’ well-being and inclusion. In Italy, the SELFIE online questionnaire has been completed by 24,715 students, 5,690 teachers and 1,507 school leaders, for a total of 31,912 users from 201 schools (at primary, lower secondary and upper secondary levels) located in ten different regions. The complementary data we have collected regarding student well-being and inclusion highlight significant differences in the perceptions on this issue reported by students, teachers and school leaders. These findings have important implications for facilitating successful practices within the whole school community in order to promote students’ well-being and inclusion using educational technologies, as well as for planning future actions following a systemic approach. (shrink)

Significant differences in perceptions between teachers in primary and secondary grant-maintained schools are reported and analysed. Parents were more frequently involved in promoting opting-out in primary schools, primary teachers had more favourable attitudes to the grant-maintained school policy and, in primary schools, grant-maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para-professional support in classrooms. The findings are discussed in terms of the management of primary schools, of (...) theorising about reputation management in grant-maintained schools, and of the explicit objectives of the grant-maintained policy. It is further suggested that the evidence provided about grant-maintained primary schools could be used to inject new life into a policy faltering in secondary schools. (shrink)

Significant differences in perceptions between teachers in primary and secondary grant-maintained schools are reported and analysed. Parents were more frequently involved in promoting opting-out in primary schools, primary teachers had more favourable attitudes to the grant-maintained school policy and, in primary schools, grant-maintained status delivered improvements in classroom conditions, most notably reduced class size and increased para-professional support in classrooms. The findings are discussed in terms of the management of primary schools, of (...) theorising about reputation management in grant-maintained schools, and of the explicit objectives of the grant-maintained policy. It is further suggested that the evidence provided about grant-maintained primary schools could be used to inject new life into a policy faltering in secondary schools. (shrink)

The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness (...) and the potential to bring about improvements. The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’ which are compulsory for NQTs and were seen as being too similar to their initial teacher education. (shrink)

This book adopted a qualitative research methodology to explore novice teachers' professional development (TPD) under the background of the New Curriculum Reform in mainland China. With a purposeful sampling strategy, in-depth semi-structured interviews were employed to collect data from twelve novice primary school teachers. As the specific design of the qualitative method and research procedures have been demonstrated, this book could be the reading material for the courses such as Qualitative Research Methodology. Undergraduate and postgraduate students (...) who would learn qualitative research could be targeted as the audiences. Additionally, this book provides suggestions for pre-service and novice teachers. The study found that although TPD programs and better welfare are desirable, collegial support from seniors, internet resources and online courses, and self-reflection were more direct and effective in enhancing professional growth and reducing negative emotions developed from challenges in classroom management, workload, and accountability. This book also suggests three directions for the future development of TPD to school leaders and policymakers. First, more training on classroom management and time management is helpful as poor classroom management and excessive workload were the causes of teacher burnout. Second, more school-level mentoring is wanted because it is considered more effective than the state and individual-level opportunities of TPD. More development opportunities for teachers in rural areas are required to improve their professional competence and narrow their gap with their urban counterparts. (shrink)

BackgroundThe international crisis of declining learner wellbeing exacerbated by the COVID-19 pandemic with its devastating effects on physical health and wellbeing, impels the prioritization of initiatives for specifically enabling academic and personal wellbeing among school learners to ensure autonomous functioning and flourishing in academic and daily life. Research emphasizes the role of self-directed action in fostering wellbeing. However, there is limited research evidence of how self-directed action among school learners could be advanced.AimWe explore the effectiveness of an (...) intervention initiative that exposes teachers to foregrounding Cognitive Education – the explicit and purposeful teaching of thinking skills and dispositions to learners that would advance self-regulated action - to establish the latent potential of the intervention for assisting learners to develop self-regulating abilities that progressively inspires increased self-directed action.MethodWe illuminate the qualitative outcomes of an exploratory pilot study with a heterogeneous group of willing in-service teachers from two public primary schools, one private primary school, and one pre-school in South Africa who received exposure to an 80-h intervention that comprised seven study units. The article delineates the experiences of the teachers concerning their participation in the intervention as reflected in their written reflections, as well as their perceptions about the value of the intervention probed with semi-structured one-on-one interviews after completion of the intervention.ResultsThe findings revealed that exposure to the intervention holds benefits for equipping teachers with teaching strategies to create classroom conditions that nurture the development of thinking skills and dispositions that are important for self-regulating, and ultimately self-directing academic and personal wellbeing.ConclusionCognitive Education is a form of strengths-based education that can play an indispensable role in enabling self-directed academic and personal wellbeing among school learners. (shrink)

Differentiated instruction is an approach that centers on the fact that every student is different and shapes the teaching process according to this reality. Students in the learning environment differ from each other in terms of characteristics such as prior knowledge, interest, needs, learning style, socio-cultural background, cognitive-affective-psychomotor readiness. In order for students with different characteristics to benefit from education in the best way, it is necessary to diversify education in terms of content, teaching-learning process and measurement-evaluation dimensions, taking these (...) differences into account. In this diversification, students' readiness, interest and learning profiles are taken into account as a whole. Although educational programs are prepared by taking the similarities between individuals into account in practice, teachers are expected to diversify the process by taking the individual differences of the students into account and design different learning paths for students with different characteristics. One of the areas that needs to be planned and implemented with a differentiated teaching approach within formal education is religious education. Differentiated religious teaching is to diversify religious teaching in terms of content, learning-teaching process and measurement and evaluation dimensions, taking the individual differences of students into account such as their prior religious knowledge, interest and attitudes towards religion, cultural affiliations and learning profiles. In this study, the self-efficacy perceptions of Religious Culture and Moral Knowledge (“Din Kültürü ve Ahlâk Bilgisi”, abb. DKAB in Turkish) teachers towards differentiated teaching were examined. Determining the self-efficacy perceptions of DKAB teachers regarding differentiated instruction is important in terms of providing information about their success in planning, implementing and evaluating according to differentiated instruction in the Religious Culture and Moral Knowledge course. The research sought answers to the following questions: 1. What are DKAB teachers' self-efficacy perceptions towards differentiated instruction? 2. Is there a significant relationship between DKAB teachers' self-efficacy perceptions towards differentiated instruction and teachers' gender, age, years of service, graduated higher education program and the type of school they work in? The research is a descriptive study and is of quantitative type and survey model. The population of the research consists of DKAB teachers working in primary and secondary education institutions in the 2nd semester of the 2021-2022 academic year. The sample of the research consists of 425 DKAB teachers selected from the population using the appropriate sampling method. Differentiated Instruction Self-Efficacy Scale developed by Mutlu, Öztürk and Aktekin was used to collect the data used in the research. The data collected in the study was analyzed using the SPSS 25.0 package program. According to the findings obtained in the study, DKAB teachers' self-efficacy perceptions regarding differentiated instruction are at a high level. The characteristics of DKAB teachers' age, years of service, and the type of school they work in do not have a significant effect on teachers' self-efficacy perceptions regarding differentiated instruction. There is a significant relationship between DKAB teachers' gender and the characteristics of the higher education program they graduated from and their self-efficacy perceptions. Male teachers consider themselves more competent in differentiated instruction. The self-efficacy perceptions of the teachers who graduated from the primary education DKAB Teaching program are at a higher level than the teachers who graduated from the theology (Ilahiyat) program, which is described as the faculty of theology. It is thought that the research will contribute to the field of differentiated religious teaching. (shrink)

To explore the impact of academic burden on the physical and mental health of primary school students, combined with the results of the Programme for International Student Assessment report in 2018, the relationship among the development of mathematical literacy, mathematics academic burden, and the physical and mental health of primary school students is studied. First, the relationship between mathematical literacy and mathematics anxiety is analyzed, and related influencing factors and measurement methods of mathematics anxiety (...) are introduced. A questionnaire is then designed for primary school students’ mathematical stress, and the reliability and validity of the designed questionnaire are tested. Finally, a questionnaire survey is conducted on students, parents, and teachers in the third, fourth, and fifth grades of three standardized public primary schools. The results of the questionnaire survey show that students, teachers, and parents have a general understanding of the mathematics academic burden of primary school students at this stage. A total of 70% of teachers believe that primary school students have a heavy mathematics burden; 50% of parents think that primary school students are under heavy academic stress; 70% of primary school students believe that the heavy mathematics burden leads to reduced sleep time and extracurricular activities, which has a serious impact on the physical and mental health of primary school students. This research provides a reference for improving the current balance between education and students’ physical and mental health in China. (shrink)

In a long-term study concerning mathematical tasks in primary schools, it was noted that teachers had difficulty in discussing mathematical processes and many lacked the vocabulary to do this. However, certain words and phrases such as 'pattern' or 'looking for pattern' were used with more confidence. With this in mind, discussions with teachers about commercial mathematics tasks were analysed based on mentions of pattern. It was found that the word was used frequently, but that some teachers (...) had a wider and more sophisticated view of 'pattern' than others. There were also variations in their views about teaching pattern, with some making it clear that they had strategies for helping children to see patterns. There was a feeling amongst some teachers that not all children could see patterns, and there was a tendency for this group to regard 'pattern spotting' as a top set activity. (shrink)

Science and technology have significant roles in life. Most of the researches and discussions about science education are related to development of sciencecurriculum and science education in school. Science curriculum must be developed based on student and society needs, scientific and technological developments in the field of science and educational science. The aims of science curriculum should reflect these elements given above. The aims of science curriculum also refer to changing philosophy of education. In this study, the results of (...) the two studies, which were conducted with 314 primary school class teachers and science teachers, and literature reviews are discussed under the heading of "Future aims of science curriculum for primary school”. (shrink)

This study examines Indian teachers’ perceptions of corporal punishment, the reasons why CP still persists despite a ban, and the ways in which CP controversy reflects on social climate of the schools. Drawing from literature on custodial views of pupil control and systems theories, this qualitative study primarily uses observations and interviews to examine teachers’ perceptions related to use of CP in Delhi, India. Based on the data analysis this study concludes that alternatives to CP and successful implementation (...) of the CP ban depend on compatibility between local and national sociocultural norms, teachers’ attitudes and beliefs towards the policies’ objectives, and the availability of resources. This study helps with understanding educator’s perception of corporal punishment as a disciplinary tool to spur meaningful action and change in the society. Additionally, this study creates a context for the policy-makers to develop equitable policies capable of helping teachers effectively to de... (shrink)

IntroductionRecent research investigating the benefits of being outdoors and contact with nature in children showed strong associations with children’s health and development. More teachers are choosing to integrate outdoor learning into their practice in Quebec, but few studies have focused on OL in the school environment, particularly in Canada and more specifically in Quebec, despite the fact that the school context lends itself favorably to this practice.ObjectiveThe purpose of this study was to portray OL in preschool (...) and primary schools in Québec by identifying three key elements: teachers’ perception of the outdoors, the uses of OL in schools, and teaching strategies and factors that influence teachers’ integration of OL.MethodologySemi-structured group interviews conducted with 14 teachers and participant observations were used for data collection. Inclusion criteria were to be a preschool or primary school teacher, to have taught at least eight sessions of OL in the past year, and to have no connection or contact with the research team prior to the start of the study.ResultsFirst, the results showed that teachers commonly understood the outdoors as being in the open air, practicing a physical activity, having the presence of nature, providing physical freedom and targeting a pedagogical intention. Second, teachers appeared to incorporate a variety of pedagogical intentions in OL, in a variety of settings, and with a variety of academic subjects and learning tasks. Third, teachers used a wide range of teaching strategies in OL. Participants also identified multiple factors specific to their setting that appeared to facilitate or limit their integration of OL into the school environment.ConclusionThis study provided a better understanding of the current use of the OL in the Quebec school environment by identifying the common characteristics, limitations and winning strategies of its use in schools. Teachers and schools interested in OL could benefit from the results of this study, particularly those interested in adopting a Forest School or Udeskole approach. (shrink)

Teachers face significant stressors in relation to their work, placing them at increased risk for burnout and attrition. The COVID-19 pandemic has brought about additional challenges, resulting in an even greater burden. Thus, strategies for reducing stress that can be delivered virtually are likely to benefit this population. Mental and Physical Training combines meditation with aerobic exercise and has resulted in positive mental and physical health outcomes in both clinical and subclinical populations. The aim of this pilot study (...) was to evaluate the feasibility and potential effectiveness of virtual MAP Training on reducing stress and improving mood and well-being in teachers. Participants were from recruited online from kindergarten to grade twelve schools in the Northeastern region of the United States and randomly assigned to a 6-week program of virtual MAP Training or no training. Primary outcomes included pre-intervention and post-intervention ratings on self-report measures of social and emotional health. Changes in cognitive functioning and physical health were also examined in secondary analyses. By intervention end, participants in the MAP Training group reported less anxiety and work-related stress compared to those who received no training. Additionally, MAP Training participants reported improvements in depressive symptoms, rumination, work-related quality of life, perceived stress, and self-compassion, whereas no changes were observed in the no training group. Participants also reported increased subjective ratings of executive functioning, working memory, cognitive flexibility, and fewer sleep disturbances. Together, these results suggest that the combination of meditation and aerobic exercise is an effective virtual intervention for improving mental health and well-being among K-12 teachers and may enhance resilience to stressful life events such as occurred during the coronavirus pandemic. (shrink)

BackgroundOver the last decades there has been a change in the way schooling is perceived recognizing that children’s learning is closely linked to children’s health. Children spend most of their time at school, which is often the place where problems are identified and interventions are offered, not only for treatment but also prevention. Embedding arts therapies into the educational system may help address children’s emerging needs and have a positive impact on their wellbeing.MethodsA pilot cross-over randomized controlled design (...) was employed to investigate the effectiveness of an arts therapies intervention on a series of child- and teacher-reported outcome measures, specifically, health related quality of life, wellbeing and life functioning, emotional and behavioral difficulties, as well as duration of sleep. Sample size calculations for future large-scale studies were also performed, and the sustained impact of the intervention was evaluated at 3, 6, and 12 months follow-up. The pluralistic theoretical and therapeutic framework of this intervention was informed by a systematic review on school-based arts therapies interventions and is presented in detail in the study protocol. Participants were 62 children with mild emotional and behavioral difficulties.ResultsImprovements in HRQOL and CORS were greater in those engaged in the arts therapies intervention than the control groups and were maintained at the follow-up stages. Significant improvements were only found for duration of sleep and SDQ. Minimal clinically important differences as defined in the published protocol were found for CORS, SDQ and duration of sleep, but not HRQOL.DiscussionFindings indicate that the arts therapies interventions were having a clinically significant effect on life functioning, duration of sleep, emotional and behavioral difficulties. Findings also indicate a small effect size for health related quality of life, suggesting the intervention was having a small positive effect on this outcome measure. The study indicates that all outcome measures assessed here would be suitable for inclusion in a larger randomized controlled study utilizing these arts therapies interventions, and that a sample size of 225 participants would be required if these outcome measures were used. (shrink)

This study investigated whether school closures and health-related uncertainties in the early phases of the COVID-19 pandemic posed risk factors for adolescents’ mental health and whether perceived social support by parents, teachers, and friends functioned as protective factors. In particular, we argued that perceived social support would buffer negative associations between educational and health concerns and mental health. Based on a person-centered approach, we first examined resilience profiles. These profiles reflect configurations regarding the levels (...) of these risk and protective factors and levels of mental health. Second, we analyzed whether these risk and protective factors predicted adolescents’ mental health differently by using a variable-centered approach. The sample consisted of 1’562 adolescents in lower and higher secondary education from three regions: German-speaking part of Switzerland, N = 486; Italian-speaking part of Switzerland, N = 760; and Northern Italy N = 316. Results from the person-centered approach revealed three latent profiles characterized by low, average, or high resilience. Lower resilience was associated with higher educational concerns, lower perceived social support, and lower mental health, while high resilience was characterized by lower concerns, higher support, and higher mental health. Importantly, educational concerns varied more between profiles than health concerns, and perceived teacher and family support varied more than perceived friend support. Corroborating these findings, the variable-centered approach revealed that educational concerns were a stronger predictor than health concerns and pointed to a higher relative importance of perceived family support for adolescents’ mental health relative to perceived teacher and friend support. Taken together, the findings suggest that adolescents’ educational concerns and perceived family support, respectively, were stronger risk and protective factors for their mental health during school closures related to the COVID-19 pandemic. Finally, adolescents from regions being more exposed to the COVID-19 pandemic, namely, Italian-speaking part of Switzerland and Northern Italy, were more likely classified in the low or the average rather than in the high resilience profile compared to students from the region with lower exposure, that is, the German-speaking part of Switzerland. (shrink)

The social status of teaching profession has rapidly plummeted in the Turkish society. This study discusses the societal aspect of social status and aims to critically analyse the representations of mainstream media about Religious Culture and Moral Knowledge teachers in Turkey as one of the societal reflections of teachers’ social statues. Although the dimensions of media effect on societal perceptions are not fully located, an indirect effect cannot be ignored. The study’s methodology, T. A. van Dijk’s critical discourse (...) analysis is recruited for its comprehensive interpretation opportunities alongside with the thematic analysis, which is recruited to categorise the themes due to the ten-year duration chosen to analyse the news on the media. The examined examples of news are categorised into three themes as positive individual representations, negative individual representations and professional representations. Reflections of reactive news, which is a sub-category for individual negative representations, are found to be the section where the ideological stances/worldviews mostly are detected. Teachers’ educational actions/expressions within the classroom or actions/expressions outside school are determined to be included in the news in a way to create public discussion and moral panic. The hidden intentions and purposes behind these choices are open to discussion. The study recruits thematic analysis and Van Dijk’s critical discourse analysis for analysis purposes. It is found that the majority of news is negative examples and represented with the striking headlines. Within the ten years duration explored, a transformation has been identified in both the cases, which are the sources of the news and how they are presented in the newspapers. As a conclusion, it is argued that the Turkish media should adopt a more positive and realistic attitude towards reflecting teachers’ social representation. (shrink)

It is common practice within primary classrooms for teachers to spilt children into different ability groups so that children of similar level are taught together. Whilst this practice is used across the globe, research is mixed on the benefits of such grouping strategy. This paper presents data collected from mixed methods research which investigated teachers use of grouping strategies and social comparison, the act of comparing oneself with others. It focuses on when, why and with whom children (...) from different ability groups compare themselves and the impact this has on their self-perceptions. Drawing upon data from children aged between 10 and 11 years from 12 primary schools, social comparison was found to play a significant role in daily classroom life for some children. The study identified different strands of the social comparison process including acknowledgment, topic, target, and direction, and it revealed positive and negative effects of social comparison. A difference by ability group was identified. Children within the low ability group were particularly vulnerable to the negative effects of social comparison and found to engage in more frequent and intentional social comparisons which were heavily relied upon for self-evaluation and performance evaluation. The paper discusses the educational implications of social comparison regarding pupil ability grouping strategies, motivation, engagement, and academic performance. Implications for teacher education and professional development is discussed. (shrink)

Although the impact of job demands and work–family conflict on burnout has been extensively discussed and analysed in the past literature, the role of WFC as a generative mechanism has been neglected. Therefore, the purpose of this study is to examine the mediating effects of WFC between job demands and burnout. The studied sample consisted of 713 Indian primary school government teachers who completed a self-report questionnaire assessing job demands, WFC and burnout. The results confirmed that WFC (...) partially mediates the adverse association of job demands with burnout. Primary schools should, therefore, be encouraged to provide effective practices to manage work–family interfaces. (shrink)

One of the many drastic changes caused by Covid-19 was the quick implementation of distance learning which represented a great technological challenge to many teachers and students. In fact, Italy ranks 24th amongst the 27-EU member countries in digital competitiveness which testifies to the significant delays and gaps in basic digital skills amongst the population. Based on the difficulties encountered in organizing distance learning, we assumed that teachers' perceived stress increased. Given that transversal skills can be associated with (...) this relationship, we hypothesized that among these skills, self-efficacy mediated the relationship between the difficulties in organizing distance learning and perceived stress. Since we targeted teachers from Italy and other European countries, we also hypothesized that this mediator effect would be different for both samples. Our sample was composed of a total of 366 primary/middle school teachers of which 86% female. After doing a mediation analyses with Process, Hayes' Model 4, we confirmed H1 but not H2: resulting in a partial mediation effect of self-efficacy for each individual group of teachers. Since difficulties of distance learning can affect the perception of stress, we believe that the promotion of transversal skills, such as self-efficacy, can better equip teachers when facing stressful situations. (shrink)

This study examines public health nurses’ perceptions and concerns about the implications of Japan’s new long-term care insurance law concerning care provision for elderly people and their families. Respondents voiced their primary concern about this law as access to services for all elderly people needing care, and defined their major responsibility as strengthening health promotion and illness prevention programmes. Although wanting to expand their roles to meet the health care, social and public policy advocacy needs of (...) elderly persons and their families, respondents also stated their concern for the possible lack of enough resources for this expansion to support family caregivers adequately. They viewed their first function as developing collaborative relationships with local government officials to help to assure sufficient resources to provide the necessary foundation for long-term care programmes to deliver services to all those in need. These concerns fall within the larger ethical issue of distributive justice in a society based on the obligations of the state to citizens and the family to its members, especially elderly relatives, who, according to traditional Japanese values, retain respect. (shrink)

Basic motor competencies are a prerequisite for children to be physically active, participate in sports and thus develop a healthy, active lifestyle. The present study provides a broad screening of BMC and associations with age, sex, body mass index and extracurricular physical activity in 10 different European countries. The different country and regional contexts within Europe will offer a novel view on already established BMC associations. The cross-sectional study was conducted in 11 regions in 10 European countries in 2018. The (...) motor competence areas, object movement and self-movement, were assessed using the MOBAK-1-2 test instrument in 3758 first and second graders during Physical Education classes. Children were questioned about their extracurricular PA and age. Their body weight and height were measured in order to calculate BMI. Statistical analyses included variances and correlations. The results showed significant differences in BMC levels between countries whereas associations between BMC and correlates were similar. Boys performed significantly better in OM while girls performed better in SM. Age was consistently positively related to OM and SM with older children reaching higher levels of BMC than younger ones. While participation rates for extracurricular PA differed widely, participation in ball sports was correlated with OM and SM. Participation in individual sports showed a significant association with SM. In summary, BMC levels of children seem to depend on where they live and are strongly related to their participation in extracurricular PA. Therefore, education and health policies, in order to enhance motor competence development and PA participation, are recommended. Further research on country-specific Physical Education frameworks and their influence on BMC will provide more insights into structural factors and cultural characteristics of BMC development. On a school level, support tools and educational materials for teachers about BMC may enable children to achieve a basic level of motor competencies through Physical Education, contributing to lifelong participation in PA. (shrink)

Compare with other professions, teachers are reported to have a higher risk of poor mental health. This study examined the relationships between emotional intelligence, perceived organizational justice, and mental health among Chinese high school teachers. Three hundred and eighty-one high school teachers, with their age range between 21 and 50 years, were administered the Emotional Intelligence Scale, Perceived Organizational Justice Scale, and Mental Health Scale. The result found that emotional intelligence and perceived (...) organizational justice directly influence the mental health of high school teachers. In addition, perceived organizational justice mediated the association between emotional intelligence and mental health. Moreover, the present study analyzes the different role of subtypes of perceived organizational justice on the relationships between emotional intelligence and mental health, and the results showed that the mediating effects of perceived distributive justice and interactive justice on emotional intelligence and mental health are not significant, only the perceived procedural justice mediated the relationships between emotional intelligence and teachers’ mental health. The results are discussed in a conceptual context. (shrink)

The entrepreneurial element is one of the aspects emphasized in the primary school mathematics education curriculum in Malaysia. However, previous studies have found that application of entrepreneurial elements in mathematics teaching is still lacking. This study was therefore conducted to identify the real challenges that mathematics teachers face in applying the entrepreneurial element in mathematics teaching. This study is qualitative case study which involved six primary school mathematics teachers. Semi-structured interviews, observation, document analysis and (...) field notes were used for the data collection process in this study. The data obtained was analyzed using the constant comparative analysis method to determine themes and sub-themes. The findings were that a teacher’s knowledge, teaching style, limited time of teaching, and attitudes, and in-service courses and training are among the identified challenges in applying entrepreneurial elements in mathematics teaching. This study expands knowledge and the literature on the challenges faced by school mathematics teachers in applying entrepreneurial elements in mathematics teaching. Various initiatives need to be taken to ensure that all the challenges can be overcome, and ultimately enable the entrepreneurial elements to be applied to students more widely. (shrink)

This paper reports on part of an evaluation of teacher support teams as a special education needs support strategy in primary schools. Using a mixture of quantitative and qualitative evaluation methods, it focuses on areas derived from a theoretical framework for understanding schools’ approaches to SENs. TSTs were set up and run in six of the eight schools, with meetings of between 30 and 45 minutes, usually during lunchtime or after school. Most of the referrals were about behaviour (...) problems, though many were about learning difficulties. The support included providing emotional encouragement, specific approaches to managing behaviour, teaching strategies and consulting others. Referring teachers reported that their TST experience led to increased confidence and some improvements in the children, while TST members themselves believed that they had gained much from the TST experience. Overall the study showed the feasibility and benefits of setting up TSTs in primary schools. The findings are discussed in terms of the wider benefits of TSTs and their relevance to special needs policies and the implementation of the SENs code of practice. (shrink)

The doctor-patient relationship is the foundation of any medical intervention. Over time, the relationship has changed, from the era of paternalism to the era of self-determination or patient autonomy, following changes resulting from consumerism and lately, in South Africa, socialised medicine as a result of the proposed National Health Insurance. The premise of this article is that patient autonomy is invariably limited by a determination of who will carry the cost of a medical intervention. In recent years, legislative developments (...) have affected the understanding of a patient and doctor through the introduction of new references, such as ‘user’, ‘data subject’ and ‘consumer’ for a patient, and ‘service provider’ and ‘responsible party’ for a doctor, each giving different meanings to the doctor-patient relationship. Recent statutory additions also include new remedies available to aggrieved patients as parties in the doctor-patient relationship. The article concludes with brief observations on how the NHI will alter the essence and nature of the doctor-patient relationship in future. (shrink)

This qualitative study explores the perceptions of democracy and citizenship among 14 teachers of Islamic religious education in the Israeli Arab and secondary schools in Israel. It expands the knowledge on how religious (Muslim) teachers conceptualize the meaning of democracy and citizenship education. The first theme addresses three critiques of democracy: the ethnopolitical (the failure of democratic regimes, including Israel, to protect the rights of religious minorities); epistemological (the shortcoming of the rule of majority in ensuring a decent (...) and just life for all citizens); and theological (moral). The second theme highlights the cultural obstacles for achieving democracy in Arab society in Israel and the possible contribution of Islamic education to detribalizing and depersonalizing the meaning and practice of democracy in this society. (shrink)

Grasha–Riechmann Teaching Styles have a high potential to be applied in Mathematics especially to help increase teacher educators’ knowledge. However, very little attention has been paid to the study of identifying the teaching style patterns of Mathematics teachers at the primary school National-Type Chinese Primary Schools or Sekolah Jenis Kebangsaan Cina SJKC. There is increasing concern about how this teaching style related to the teaching experience. This study aims to identify the patterns of Grasha–Riechmann Teaching Styles (...) among primary school Mathematics teachers and the relationship between Grasha–Riechmann Teaching Styles with teaching experience. The quantitative approach through a survey was applied to 97 Mathematics teachers of SJKC Kepong, Kuala Lumpur using the simple random sampling method. The instrument was adapted from the Grasha–Riechmann Teaching Styles Questionnaire, which measures five teaching styles such as Personal Model Teaching Style, Expert Teaching Style, Formal Authority Teaching Style, Delegator Teaching Style, and Facilitator Teaching Style. The patterns showed that the Personal Model Teaching Style is the most dominant, and the Facilitator Teaching as the least dominant style. The Spearman’s Rho Correlation also reported a very weak significant correlation between Grasha–Riechmann Teaching Styles with the teachers’ Mathematics teaching experience, specifically for Expert, Formal Authority, and Facilitator Teaching Styles. The study provides practical implications for educators’ professional development to diversify the training of teachers by experience and adapt them to the needs of student learning in primary school. These findings trigger ideas to get a better understanding by other demographic variables such as gender, age, and complexity of Mathematics subject. (shrink)

Under the influence of concerns about sustainability, health system reforms have targeted institutional designs and have overlooked the role of socio-political factors like solidarity—a concept that is generally assumed to underpin the redistributive health system. The purpose of this research is to investigate users’ perceptions of the National Health Insurance as a system, their senses of solidarity and their views on the sustainability of the system in Taiwan. Using the descriptive ethics approach, qualitative in-depth interviews were conducted (...) with typical case sampling of 17 participants in the Taipei Metropolitan. The framework approach was used to analyze the interview transcripts. The research finds that despite great differences between users’ perceptions of the NHI, most users could share a notion of mutual relationship among each other. Three types of reasons are used to justify the obligations of mutual aid imposed by the NHI. These reasons are embedded within divergent conceptions of solidarity. The research also finds that government’s performance, the stability of decision-making and users’ personal experiences engaging with the system are important conditions for the users’ supportive attitude toward the system. Solidarity is a plausible concept in sustaining a non-Western social health insurance such as Taiwan’s NHI. (shrink)

Providing high-quality education for students with emergent proficiency in the language of instruction (referred to here as multilingual students) presents a challenge to inclusion for educational systems the world over. In Austria, a new German language support model was implemented in the school year 2018/19 which provides language support in separate classrooms up to 20 h a week. Since its implementation, the model has been strongly criticized for excluding multilingual students from the mainstream classroom, which is argued to reinforce (...) the educational disadvantages that they face. The study presented here provides unprecedented qualitative insight into how schooling for students within the so-called German language support classes (GLSC) was organized during the COVID-19 pandemic. It builds on results of a previous large-scale quantitative study (n= 3,400 teachers), which was conducted during the first lockdown (spring 2020) and indicated a high risk of exclusion for marginalized students, especially for multilingual students in GLSC. To gain deeper insights into the situation of these students during school closures, 37 teachers who work in these classes at both primary and lower-secondary schools in Vienna were interviewed, of which 18 interviews were considered for analysis. The interviews focus on the situation during the first and second school closures in the city of Vienna. A thematic analysis of the interview data reveals teachers’ perceptions of aspects which harmed or promoted inclusion for students in GLSC during these periods of school closure. Teachers’ perceptions of the most harming factors for students included strong language barriers between teachers and students, restricted access to technical equipment and supportive learning spaces, and low parental engagement. A development that promoted inclusion of these students was the option to allow them to come to school during the second school closure. Since existing studies on the schooling of students during school closures have hardly addressed the situation of students in GLSC, this study contributes to closing this research gap. (shrink)

Four year initial teacher education courses have recently undergone radical reform, in particular in relation to the time that students spend in schools. Through the introduction of mentorship programmes, teachers have become very much more involved in training the students whilst they are in school. How do teachers view the changes that have been introduced? Do they agree with the principles and models that guided the developments? Headteachers and class teachers who acted as mentors for students (...) from the University of Reading have supplied some answers. They are very committed to the model of student learning upon which the mentorship programme is built, the belief that schools and the university must work in partnership to implement and further develop the mentorship programme and the view that schools need to adopt a whole school approach to their involvement in initial teacher education. These findings indicate that the teachers agree with the underlying principles that guided the development of the mentorship programme in which they are involved and they are supportive of the resulting changes to school experience. (shrink)

Bu çalışmanın amacı, İmam Hatip Lisesi öğrencilerinin İmam Hatip Lisesi, İmam Hatip Lisesi meslek dersi öğretmeni ve İmam Hatip Lisesi idaresine ilişkin algılarını metaforlar yoluyla tespit etmektir. Araştırma, nitel araştırma desenlerinden fenomenolojik (olgubilim) desende tasarlanmıştır. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme yoluyla belirlenen çalışma grubu, 2018-2019 eğitim öğretim yılında 5 farklı İmam Hatip Lisesinde 9. ve 12. sınıfta öğrenim gören 412 öğrenciden oluşmaktadır. Araştırmanın verileri katılımcıların, “İmam Hatip Lisesi…gibidir; çünkü…”, “İmam Hatip Lisesi Meslek dersi öğretmeni… gibidir; çünkü…”, “İmam Hatip Lisesi idaresi…gibidir; (...) çünkü…” cümlelerini tamamlamaları yoluyla toplanmıştır. Elde edilen verilerin analizinde tümevarımcı içerik analizi yöntemi kullanılmıştır. İçerik analizi sonucu oluşturulan temalar/kategoriler SPSS programında frekans, yüzde ve çapraz tablo olarak analiz edilmiştir. Araştırma sonucuna göre, öğrencilerin “imam hatip lisesi” ile “imam hatip lisesi meslek dersleri öğretmenlerine” ilişkin algılarının olumlu olduğu, fakat İmam Hatip Lisesi idarecilerine ilişkin algılarının ise olumsuz olduğu belirlenmiştir. Bunun yanında erkek öğrencilerin, imam hatip ortaokulundan mezun öğrencilerin ve 9. Sınıf öğrencilerinin metaforik algılarının daha olumlu olduğu görülmüştür. Özet: Bu çalışmanın temel amacı, İmam Hatip Lisesi öğrencilerinin İmam Hatip Lisesi, İmam Hatip Lisesi meslek dersi öğretmeni ve İmam Hatip Lisesi idaresine ilişkin algılarını metaforlar yoluyla tespit etmektir. Türk eğitim sistemi içerisinde yer alan İmam Hatip Liseleri 1924 yılında açılmış, hem mesleğe hem de yükseköğretime öğrenci yetiştiren bir ortaöğretim kurumudur. Öğretim programında yer alan derslerin ortalama %40’ı dini mesleki dersler, %60’ı ise kültür derslerinden oluşmaktadır. Meslek derslerini meslek dersleri öğretmenleri vermektedir. Bu okulların yönetiminde, meslek dersi öğretmenlerinin yanında farklı branşlara ait idareciler de bulunmaktadır. Türkiye’de 2018-2019 eğitim öğretim yılı itibariyle ortaöğretime devam eden öğrencilerin %11’i bu okulları tercih etmektedir. Bu araştırma, nitel araştırma desenlerinden fenomenolojik (olgubilim) desende tasarlanmıştır. Amaçlı örnekleme yöntemlerinden ölçüt örnekleme yoluyla belirlenen çalışma grubu, 2018-2019 eğitim öğretim yılında 5 farklı İmam Hatip Lisesinde 9. ve 12. sınıfta öğrenim gören 412 öğrenciden oluşmaktadır. Araştırmanın verileri nitel araştırmada veri toplama tekniği olarak kullanılan metaforlar yoluyla toplanmıştır. Araştırmanın verileri katılımcıların, “İmam Hatip Lisesi…gibidir; çünkü…”, “İmam Hatip Lisesi Meslek dersi öğretmeni… gibidir; çünkü…”, “İmam Hatip Lisesi idaresi…gibidir; çünkü…” cümlelerini tamamlamaları yoluyla elde edilmiştir. Elde edilen verilerin analizinde tümevarımcı içerik analizi yöntemi kullanılmıştır. İçerik analizi sonucu oluşturulan temalar/kategoriler (olumlu-olumsuz) SPSS programında frekans, yüzde ve çapraz tablo olarak analiz edilmiştir. Araştırmada, öğrencilerin, İmam Hatip Lisesine ilişkin 140, meslek dersi öğretmenlerine ilişkin 147, idarecilere ilişkin 161 metafor ürettikleri görülmüştür. Ürettikleri metaforların analiz edilmesi sonucunda, temelde olumlu ve olumsuz olmak üzere iki kategoride toplandığı anlaşılmıştır. Araştırmaya katılan öğrencilerin ortalama üçte ikisi (%63,3) İmam Hatip Lisesine ilişkin olumlu metafor (93) üretirken, üçte biri (%36,7) ise olumsuz (47) metafor üretmiştir. Olumlu olarak üretilen metaforlar içerisinde en sık tekrarlanan metaforların “Evimiz (33/%8,01)”, “Aile ( 24/% 5,83) ve “Kur’an Kursu (14/%3,40)” metaforlarının olduğu; olumsuz olarak en sık tekrarlanan metaforların ise “Cezaevi/hapishane (76/%18,45)”, “Düz lise (12/%18,45)”, “Kötü bir yer (6/%6)” şeklinde olduğu görülmüştür. Bu bulgulara göre öğrencilerin yarıdan fazlasının İmam Hatip Lisesine ilişkin olumlu metaforik algıya sahip oldukları söylenebilir. Araştırmada kız öğrencilerin erkek öğrencilere göre İmam Hatip Lisesini daha fazla olumsuz algıladıkları görülmüştür. Araştırmaya katılan öğrencilerin dörtte üçü (%77,4) meslek dersi öğretmenlerine ilişkin olumlu (98) metafor üretirken, beşte birlik kısmın (%22,6) ise olumsuz (49) metafor ürettikleri belirlenmiştir. Olumlu olarak üretilen metaforlar içerisinde en sık tekrarlanan metaforların “İyi biri (34/%8,25)”, “Abla-abi (32/%7,77)”, “Aile (31/%7,52)”, metaforlarının olduğu; olumsuz olarak en sık tekrarlanan metaforların ise “Kötü biri (10/%2,42)”, “Diğer öğretmen (7/%1,70)”, “Sıkıcı (6/%1,46)” şeklinde olduğu görülmüştür. Bu bulgu öğrencilerin büyük çoğunluğunun meslek dersi öğretmenlerine ilişkin olumlu metaforik algıya sahip olduğunu göstermektedir. Araştırmaya katılan öğrencilerin üçte biri (%35) idarecilere ilişkin olumlu (67) metafor üretirken, üçte ikisinin (%65) ise olumsuz (94) metafor ürettikleri belirlenmiştir. Olumlu olarak üretilen metaforlar içerisinde en sık tekrarlanan metaforun “Aile (22/%5,34)”, “İyi biri (14/%3,40))”, “Disiplinli (7/%1,70)” metaforlarının olduğu; olumsuz olarak en sık tekrarlanan metaforların ise “Gardiyan (32/%7,77)”, “Aşırı disiplinli (30/%7,28)”, “Kötü (30/%7,28)” şeklinde olduğu görülmüştür. Öğrencilerin oluşturduğu diğer metaforların “diktatör, baskıcı, polis, hapishane, hapishane müdürü, sert, baskıcı baba, mahkeme salonu, komutan, dedektif, askerlik” gibi baskı ifade eden metaforlar olması dikkat çekicidir. Bu veriler idarecilerin öğrencilerin yarıdan fazlası tarafından olumsuz olarak algılandığı; idarecilerin öğrencilerin zihninde baskı yapan eğitimci imajı bıraktığı söylenebilir. Araştırmada kız öğrencilerin (%77) erkek öğrencilere (%41,3) göre okul idaresini daha fazla olumsuz algıladıkları görülmüştür. Sonuç olarak, İHL öğrencilerinin okullarına ve meslek dersi öğretmenlerine ilişkin metaforik algılarının olumlu yönde olduğu, fakat okul idarecilerine karşın olumsuz olduğu görülmektedir. Bu bağlamda öğrencilerin idareci algıları üzerine farklı çalışmaların yapılması gerektiği söylenebilir. (shrink)

In this study, teachers' views are evaluated to determine whether there is a relationship between the humor styles of school principals and the health of an organization. The study is based on a mixed research approach with both quantitative and qualitative aspects. In the quantitative study, the teachers were asked to describe their principals' senses of humor using the “humor behavior scale” and to evaluate the organization in which they worked using the “organizational health inventory.” (...) In the qualitative dimension, principals working in primary schools were interviewed and asked to evaluate their own sense of humor and the school's health. When the quantitative findings were examined, the regression results showed that school principals with a cynical style of humor negatively predicts organizational health, and productive social and affirmative styles of humor positively predict organizational health. In the qualitative study, the content analysis results revealed that a school administrator who uses humor effectively is capable of effectively solving problems in the school. However, it has been stated that the humor style of the school principal can have negative effects as well as positive effects. School principals are advised to recognize the teachers with whom they work and to distinguish which teachers are receptive to humor. (shrink)